LEARNING ENGLISH THROUGH ADAPTIVE
PLATFORMS: PERSONALIZING THE PROCESS
BASED ON THE STUDENT'S PACE
APRENDIZAJE DEL INGLÉS MEDIANTE PLATAFORMAS
ADAPTATIVAS: PERSONALIZACIÓN DEL PROCESO EN FUNCIÓN
DEL RITMO DEL ESTUDIANTE
Mgs. Cecilia Dolores Andrade Fernández
Ministerio de Educación del Ecuador
Mgs. Tayupanda Morocho Nancy Patricia
Ministerio de Educación del Ecuador
Msc. Jessica Marilú Acalo Tayupanda
Ministerio de Educación del Ecuador
Lic. Willian Danilo Cayancela Remache
Ministerio de Educación del Ecuador
Msc. Juan Oswaldo Lluco Apugllon
Ministerio de Educación del Ecuador
pág. 7160
DOI: https://doi.org/10.37811/cl_rcm.v9i4.19309
Learning English through adaptive platforms: personalizing the process
based on the student's pace
Mgs. Cecilia Dolores Andrade Fernández 1
cecilia-1979dolores@hotmail.com
https://orcid.org/0009-0002-6287-5905
Investigador Independiente
Mgs. Tayupanda Morocho Nancy Patricia
tayupandanancy@yahoo.es
https://orcid.org/0009-0007-4689-124X
Investigador Independiente
Msc. Jessica Marilú Acalo Tayupanda
Jessy_acalo@yahoo.es
https://orcid.org/0009-0004-7853-7323
Investigador Independiente
Lic. Willian Danilo Cayancela Remache
willian_cayancela@hotmail.com
https://orcid.org/0009-0007-4217-1384
Investigador Independiente
Msc. Juan Oswaldo Lluco Apugllon
juanoswaldo1706@gmail.com
https://orcid.org/0009-0008-6527-106X
Investigador Independiente
ABSTRACT
The study sought to discover how learning English on adaptive platforms can be tailored to fit the pace
and style of students. The research was constructed using a quantitative, descriptive, and explanatory
method, without experiments. It looked at a group of 120 high school and college students who had used
these platforms before. The results showed great improvements in reading, comprehension of spoken
words, and vocabulary, but not so much in speaking, meaning we really need to mix in some teaching
strategies to boost that skill. Similarly, most students thought the platforms were tailored to their
comprehension and gave quick responses, which increased their drive and self-control in learning. But
there were some issues with the internet and access to technology, which makes it very clear that we
need policies to ensure everyone has a good opportunity to learn. The study concludes by saying that
these adaptive platforms, especially when adapted for Latin American contexts, are super effective and
could really shake up how English is taught.
Keywords: learning, English, platforms, adaptive
1 Autor principal.
Correspondencia: cecilia-1979dolores@hotmail.com
DOI: https://doi.org/10.37811/cl_rcm.v9i4.19309
Learning English through adaptive platforms: personalizing the process
based on the student's pace
Mgs. Cecilia Dolores Andrade Fernández 1
cecilia-1979dolores@hotmail.com
https://orcid.org/0009-0002-6287-5905
Investigador Independiente
Mgs. Tayupanda Morocho Nancy Patricia
tayupandanancy@yahoo.es
https://orcid.org/0009-0007-4689-124X
Investigador Independiente
Msc. Jessica Marilú Acalo Tayupanda
Jessy_acalo@yahoo.es
https://orcid.org/0009-0004-7853-7323
Investigador Independiente
Lic. Willian Danilo Cayancela Remache
willian_cayancela@hotmail.com
https://orcid.org/0009-0007-4217-1384
Investigador Independiente
Msc. Juan Oswaldo Lluco Apugllon
juanoswaldo1706@gmail.com
https://orcid.org/0009-0008-6527-106X
Investigador Independiente
ABSTRACT
The study sought to discover how learning English on adaptive platforms can be tailored to fit the pace
and style of students. The research was constructed using a quantitative, descriptive, and explanatory
method, without experiments. It looked at a group of 120 high school and college students who had used
these platforms before. The results showed great improvements in reading, comprehension of spoken
words, and vocabulary, but not so much in speaking, meaning we really need to mix in some teaching
strategies to boost that skill. Similarly, most students thought the platforms were tailored to their
comprehension and gave quick responses, which increased their drive and self-control in learning. But
there were some issues with the internet and access to technology, which makes it very clear that we
need policies to ensure everyone has a good opportunity to learn. The study concludes by saying that
these adaptive platforms, especially when adapted for Latin American contexts, are super effective and
could really shake up how English is taught.
Keywords: learning, English, platforms, adaptive
1 Autor principal.
Correspondencia: cecilia-1979dolores@hotmail.com
pág. 7161
Aprendizaje del inglés mediante plataformas adaptativas: personalización
del proceso en función del ritmo del estudiante
RESUMEN
El estudio se trató de descubrir cómo aprender inglés en plataformas adaptativas se puede adaptar para
adaptarse al ritmo y al estilo de los estudiantes, la investigación se construyó utilizando un método
cuantitativo, descriptivo y explicativo, sin experimentos, y observó a un grupo de 120 estudiantes de la
escuela secundaria y universitaria que han usado estas plataformas antes. Los resultados mostraron
grandes mejoras en la lectura, la comprensión de las palabras habladas y el vocabulario, pero no tanto
en hablar, lo que significa que realmente necesitamos mezclar algunas estrategias de enseñanza para
aumentar esa habilidad. Del mismo modo, la mayoría de los estudiantes pensaron que las plataformas
estaban adaptadas a su comprensión y dieron respuestas rápidas, lo que aumentó su impulso y
autocontrol en el aprendizaje. Pero hubo algunos problemas con Internet y el acceso a la tecnología, lo
que deja muy claro que necesitamos políticas que nos aseguren de que todos tengan una buena
oportunidad de aprender. El estudio concluye diciendo que estas plataformas adaptativas, especialmente
cuando están adaptadas para contextos latinoamericanos, son súper efectivas y realmente podrían
sacudir cómo se enseña el inglés
Palabras clave: aprendizaje, inglés, plataformas, adaptativas
Artículo recibido 20 julio 2025
Aceptado para publicación: 20 agosto 2025
Aprendizaje del inglés mediante plataformas adaptativas: personalización
del proceso en función del ritmo del estudiante
RESUMEN
El estudio se trató de descubrir cómo aprender inglés en plataformas adaptativas se puede adaptar para
adaptarse al ritmo y al estilo de los estudiantes, la investigación se construyó utilizando un método
cuantitativo, descriptivo y explicativo, sin experimentos, y observó a un grupo de 120 estudiantes de la
escuela secundaria y universitaria que han usado estas plataformas antes. Los resultados mostraron
grandes mejoras en la lectura, la comprensión de las palabras habladas y el vocabulario, pero no tanto
en hablar, lo que significa que realmente necesitamos mezclar algunas estrategias de enseñanza para
aumentar esa habilidad. Del mismo modo, la mayoría de los estudiantes pensaron que las plataformas
estaban adaptadas a su comprensión y dieron respuestas rápidas, lo que aumentó su impulso y
autocontrol en el aprendizaje. Pero hubo algunos problemas con Internet y el acceso a la tecnología, lo
que deja muy claro que necesitamos políticas que nos aseguren de que todos tengan una buena
oportunidad de aprender. El estudio concluye diciendo que estas plataformas adaptativas, especialmente
cuando están adaptadas para contextos latinoamericanos, son súper efectivas y realmente podrían
sacudir cómo se enseña el inglés
Palabras clave: aprendizaje, inglés, plataformas, adaptativas
Artículo recibido 20 julio 2025
Aceptado para publicación: 20 agosto 2025
pág. 7162
INTRODUCTION
This article discusses how English can be learned using adaptive platforms that tailor the learning
experience to each student's own pace. Teaching English, as a global language, requires methods that
go beyond old-school teaching methods and cater to all types of learners, styles, and schedules. The
research issue relates to the disagreement and less-than-stellar use of adaptive methods that allow us to
adapt learning in schools and UNIs, leading to gaps in how well we can communicate. So basically,
what it is, we are missing out on how these online platforms can adapt the learning experience for each
student, ensuring they can learn at their own pace and continue improving their language skills with
their own (Rodríguez-García et al., 2022).
This issue is super important because English is key to obtaining information, science, technology, and
moving between jobs and schools. But many students are annoyed because the usual way of doing things
doesn't take into account that different adaptive platforms can help make learning more efficient, keep
students engaged, and reduce student dropouts. Therefore, addressing this issue is key to boosting the
quality of education and addressing global and international knowledge challenges (Sánchez & Méndez,
2021).
The main idea behind this work is personalized learning and social constructivism, which emphasizes
the importance of adapting teaching to what the student already knows and has also experienced. These
are key ideas from self-determination theory, which states that being intrinsically motivated is very
important for truly meaningful learning. These theories allow us to see how intelligent platforms, using
intelligent algorithms, can provide different learning paths and instant feedback, making everything
more welcoming and effective (Deci & Ryan, 2020; Holmes et al., 2021).
The main ideas discussed are how to make things your own, learn about the fly, get answers in real time,
teach yourself, and be good at languages. These categories of analysis allow for research into things
like: starting level in the subject, how well Peeps are getting used to reading and listening, how smoothly
they speak, and how they are in it. A lot of smart people say that adaptation not only adjusts to
technology, but also changes the way we teach and guide learning in digital spaces (García-Peñalvo &
Corell, 2021).
So, looking at older studies, the latest research shows that using apps like Duolingo, Lingq, or Mondly
INTRODUCTION
This article discusses how English can be learned using adaptive platforms that tailor the learning
experience to each student's own pace. Teaching English, as a global language, requires methods that
go beyond old-school teaching methods and cater to all types of learners, styles, and schedules. The
research issue relates to the disagreement and less-than-stellar use of adaptive methods that allow us to
adapt learning in schools and UNIs, leading to gaps in how well we can communicate. So basically,
what it is, we are missing out on how these online platforms can adapt the learning experience for each
student, ensuring they can learn at their own pace and continue improving their language skills with
their own (Rodríguez-García et al., 2022).
This issue is super important because English is key to obtaining information, science, technology, and
moving between jobs and schools. But many students are annoyed because the usual way of doing things
doesn't take into account that different adaptive platforms can help make learning more efficient, keep
students engaged, and reduce student dropouts. Therefore, addressing this issue is key to boosting the
quality of education and addressing global and international knowledge challenges (Sánchez & Méndez,
2021).
The main idea behind this work is personalized learning and social constructivism, which emphasizes
the importance of adapting teaching to what the student already knows and has also experienced. These
are key ideas from self-determination theory, which states that being intrinsically motivated is very
important for truly meaningful learning. These theories allow us to see how intelligent platforms, using
intelligent algorithms, can provide different learning paths and instant feedback, making everything
more welcoming and effective (Deci & Ryan, 2020; Holmes et al., 2021).
The main ideas discussed are how to make things your own, learn about the fly, get answers in real time,
teach yourself, and be good at languages. These categories of analysis allow for research into things
like: starting level in the subject, how well Peeps are getting used to reading and listening, how smoothly
they speak, and how they are in it. A lot of smart people say that adaptation not only adjusts to
technology, but also changes the way we teach and guide learning in digital spaces (García-Peñalvo &
Corell, 2021).
So, looking at older studies, the latest research shows that using apps like Duolingo, Lingq, or Mondly
pág. 7163
has helped people learn more words and remember things better than just old-school methods. Similarly,
children who use these tools have been shown to become more independent and have a better
environment for learning English. But many of these studies are just getting started or looking at one
thing at a time, which shows that we need to expand what we're doing and compare things to strengthen
the things in the field (Chen et al., 2020; López-Belmonte et al., 2023).
This work offers a new perspective on the academic debate, as it delves into how adaptive platforms are
shaking things up in Latin America, where getting online and staying connected remains a difficult nut
to crack. It suggests that these tools could be very important in making English more accessible to
everyone, as long as they fit into the right teaching methods. It is like an assumption that the use of
adaptive platforms actually increases students' motivation and performance in English, especially when
the teaching method is inclusive and supportive. The main objective of the study is to verify how well
adaptive platforms work for teaching English, taking into account how each student learns at their own
pace, which should help to find some solid ideas and practical things to improve education (Martínez &
Herrera, 2024).
METHODOLOGY
The research involves using numbers and statistics to discover how the use of adaptive platforms helps
with English learning and to describe how students personalize their learning based on their own pace.
The design was non-experimental and cross-sectional, because they only took the data once, at a specific
point in time, so it's like a snapshot of things without messing with the variables (Creswell & Creswell).
The study group included high school and university students from urban schools in Latin America. We
chose 120 students, aged 16 to 22, who had been using these adaptive English learning apps for more
than half a year. The main inclusion criterion was prior experience with digital platforms, while
participants without continuous internet access were excluded, as connectivity is a determining factor
in the effectiveness of learning in digital environments (Martínez & Herrera, 2024).
For data collection, we used a 5-point scale survey to look at things like how motivated people are, how
they feel about personalizing things, how much We examined the time students spend studying and how
good they are at reading and understanding audio. Similarly, we used standard English tests to detect
objective improvements in language skills. Using these tools together, we gained a more complete
has helped people learn more words and remember things better than just old-school methods. Similarly,
children who use these tools have been shown to become more independent and have a better
environment for learning English. But many of these studies are just getting started or looking at one
thing at a time, which shows that we need to expand what we're doing and compare things to strengthen
the things in the field (Chen et al., 2020; López-Belmonte et al., 2023).
This work offers a new perspective on the academic debate, as it delves into how adaptive platforms are
shaking things up in Latin America, where getting online and staying connected remains a difficult nut
to crack. It suggests that these tools could be very important in making English more accessible to
everyone, as long as they fit into the right teaching methods. It is like an assumption that the use of
adaptive platforms actually increases students' motivation and performance in English, especially when
the teaching method is inclusive and supportive. The main objective of the study is to verify how well
adaptive platforms work for teaching English, taking into account how each student learns at their own
pace, which should help to find some solid ideas and practical things to improve education (Martínez &
Herrera, 2024).
METHODOLOGY
The research involves using numbers and statistics to discover how the use of adaptive platforms helps
with English learning and to describe how students personalize their learning based on their own pace.
The design was non-experimental and cross-sectional, because they only took the data once, at a specific
point in time, so it's like a snapshot of things without messing with the variables (Creswell & Creswell).
The study group included high school and university students from urban schools in Latin America. We
chose 120 students, aged 16 to 22, who had been using these adaptive English learning apps for more
than half a year. The main inclusion criterion was prior experience with digital platforms, while
participants without continuous internet access were excluded, as connectivity is a determining factor
in the effectiveness of learning in digital environments (Martínez & Herrera, 2024).
For data collection, we used a 5-point scale survey to look at things like how motivated people are, how
they feel about personalizing things, how much We examined the time students spend studying and how
good they are at reading and understanding audio. Similarly, we used standard English tests to detect
objective improvements in language skills. Using these tools together, we gained a more complete
pág. 7164
picture of what was happening (López-Belmonte et al., 2023).
We also conducted some semi-structured chats with a group of 15 people from our main sample, just to
get a deeper sense of how they handled these adaptive platforms. To ensure the tools were legitimate,
the surveys were reviewed by education and linguistics professionals, and the interviews were recorded
and fully transcribed for a deeper dive into the topics later (Rodríguez-García et al., 2022).
The ethics of the study were modified to conform to global rules for educational research and local laws
in Ecuador. Everyone who joined the study gave their thumbs up, knowing that their information would
be kept secret and they could retrieve it at any time without getting in trouble at school. Just as before,
the data they collected was collected. The data we collected were for school and research purposes only,
adhering to the rules of being respectful, helpful, and fair when handling information (Flick, 2022).
Finally, among the study's limitations is its dependence on digital connectivity, which may have affected
the performance of some students in rural settings. Furthermore, as it is a cross-sectional design, the
results only provide an immediate overview, without capturing long-term changes. However, the rigor
in sample selection, the combined use of quantitative and qualitative instruments, and adherence to
ethical principles provide methodological soundness to the research, ensuring its consistency and
potential replicability in other educational contexts (Holmes et al., 2021).
RESULTS AND DISCUSSION
The findings are quite clear that using adaptive platforms for learning English actually increased
students' grades and kept them motivated beyond the people we looked at. 72% said they improved their
reading and listening skills, and 65% were more interested in continuing with language learning. These
results reflect that personalizing the teaching process made it possible to address individual differences,
which is consistent with the findings of López-Belmonte et al. (2023), who argue that adaptive
technologies improve motivation and autonomy in educational contexts.
So, like, 68% of students said the platform was great because it adapted things to their skill level, making
it easier for them to learn. This result ties into personalized learning and self-determination, like how
quick feedback increases a person's sense of control and their internal drive to learn. This data supports
what Deci and Ryan (2020) said, basically saying that when you adapt things, it makes people stick with
it and decreases learning headaches.
picture of what was happening (López-Belmonte et al., 2023).
We also conducted some semi-structured chats with a group of 15 people from our main sample, just to
get a deeper sense of how they handled these adaptive platforms. To ensure the tools were legitimate,
the surveys were reviewed by education and linguistics professionals, and the interviews were recorded
and fully transcribed for a deeper dive into the topics later (Rodríguez-García et al., 2022).
The ethics of the study were modified to conform to global rules for educational research and local laws
in Ecuador. Everyone who joined the study gave their thumbs up, knowing that their information would
be kept secret and they could retrieve it at any time without getting in trouble at school. Just as before,
the data they collected was collected. The data we collected were for school and research purposes only,
adhering to the rules of being respectful, helpful, and fair when handling information (Flick, 2022).
Finally, among the study's limitations is its dependence on digital connectivity, which may have affected
the performance of some students in rural settings. Furthermore, as it is a cross-sectional design, the
results only provide an immediate overview, without capturing long-term changes. However, the rigor
in sample selection, the combined use of quantitative and qualitative instruments, and adherence to
ethical principles provide methodological soundness to the research, ensuring its consistency and
potential replicability in other educational contexts (Holmes et al., 2021).
RESULTS AND DISCUSSION
The findings are quite clear that using adaptive platforms for learning English actually increased
students' grades and kept them motivated beyond the people we looked at. 72% said they improved their
reading and listening skills, and 65% were more interested in continuing with language learning. These
results reflect that personalizing the teaching process made it possible to address individual differences,
which is consistent with the findings of López-Belmonte et al. (2023), who argue that adaptive
technologies improve motivation and autonomy in educational contexts.
So, like, 68% of students said the platform was great because it adapted things to their skill level, making
it easier for them to learn. This result ties into personalized learning and self-determination, like how
quick feedback increases a person's sense of control and their internal drive to learn. This data supports
what Deci and Ryan (2020) said, basically saying that when you adapt things, it makes people stick with
it and decreases learning headaches.
pág. 7165
Diagnostic tests showed that students' language skills, like listening and word knowledge, improved by
an average of 15 points. This finding aligns with what Rodriguez-Garcia and team (2022) said,
highlighting how adaptive platforms make a real difference in increasing certain language skills. But it
turns out speaking wasn't that advanced, hinting that chat and other interactive things still need help
from teachers or online conversations to really take off.
When students conversed in those semi-structured interviews, they were like, "Platforms." Adaptive
platforms are incredible for learning English, and they are also very useful for managing our study time
and becoming more independent. This opinion supports what Holmes and team (2021) said, that the use
of AI in learning helps students make their own decisions in online spaces. But, some, some who struggle
with internet issues, actually point out what really points out, what is actually produced, what we have
in those in Latin America, they ensure that we have homework in Latin America. Equal access to digital
tools in school policies (Martínez and Herrera, 2024).
In The Theory Talk, the results align with global research showing how adaptive platforms actually help
learn new languages (Chen et al., 2020). But here there is a new take, looking at research in places where
technology is not equally available. This work has extra value because it shows how teaching can be
innovative even when there is a lot of connectivity and some structural challenges.
Thus, the results show that the use of digital things to adapt learning in English works really well at
keeping students engaged and increasing their language skills, but we need to make sure we’re also
helping them with speaking and things like that. The cool part of the study is showing how adaptive
platforms can work in Latin America, even with huge digital divides. This gives us a new angle for
future studies on combining AI with teaching strategies, which could really shake up how we make
education policies and deliver tech programs (García-Peñalvo & Corell, 2021).
Table 1. Characteristics of the sample of participating students
Variable Category Frequency (n) Percentage (%)
Gender
Female 70 58.3
Male 50 41.7
Age
16 – 18 years old 45 37.5
19 – 20 years old 40 33.3
Diagnostic tests showed that students' language skills, like listening and word knowledge, improved by
an average of 15 points. This finding aligns with what Rodriguez-Garcia and team (2022) said,
highlighting how adaptive platforms make a real difference in increasing certain language skills. But it
turns out speaking wasn't that advanced, hinting that chat and other interactive things still need help
from teachers or online conversations to really take off.
When students conversed in those semi-structured interviews, they were like, "Platforms." Adaptive
platforms are incredible for learning English, and they are also very useful for managing our study time
and becoming more independent. This opinion supports what Holmes and team (2021) said, that the use
of AI in learning helps students make their own decisions in online spaces. But, some, some who struggle
with internet issues, actually point out what really points out, what is actually produced, what we have
in those in Latin America, they ensure that we have homework in Latin America. Equal access to digital
tools in school policies (Martínez and Herrera, 2024).
In The Theory Talk, the results align with global research showing how adaptive platforms actually help
learn new languages (Chen et al., 2020). But here there is a new take, looking at research in places where
technology is not equally available. This work has extra value because it shows how teaching can be
innovative even when there is a lot of connectivity and some structural challenges.
Thus, the results show that the use of digital things to adapt learning in English works really well at
keeping students engaged and increasing their language skills, but we need to make sure we’re also
helping them with speaking and things like that. The cool part of the study is showing how adaptive
platforms can work in Latin America, even with huge digital divides. This gives us a new angle for
future studies on combining AI with teaching strategies, which could really shake up how we make
education policies and deliver tech programs (García-Peñalvo & Corell, 2021).
Table 1. Characteristics of the sample of participating students
Variable Category Frequency (n) Percentage (%)
Gender
Female 70 58.3
Male 50 41.7
Age
16 – 18 years old 45 37.5
19 – 20 years old 40 33.3
pág. 7166
21 – 22 years old 35 29.2
Time spent using the platform
6 – 12 months old 80 66.7
More than 12 months old 40 33.3
Source: Prepared by the authors (2025)
n = number of students surveyed.
Table 2. Language skills results before and after using adaptive platforms
Evaluated competence Initial score (M ± SD) Final score (M ± SD) Average increase (%)
Reading comprehension 62.5 ± 8.4 75.8 ± 7.1 +21.3
Listening comprehension 59.3 ± 9.0 72.0 ± 8.2 +21.7
Oral production 55.8 ± 10.1 63.5 ± 9.5 +13.8
Vocabulary 61.0 ± 7.6 74.2 ± 6.9 +21.6
Source: Prepared by the authors (2025)
Legend: M = Arithmetic mean; SD = Standard deviation. Source: Results of diagnostic tests
administered (2025).
Table 3. Students' perceptions of the use of adaptive platforms
Indicator evaluated Totally agree
(%)
OK
(%)
Disagree
(%)
Totalmente en
desacuerdo (%)
The platform adapts to my level
of knowledge.
45.0 23.3 18.4 13.3
I received immediate feedback. 50.8 22.5 16.7 10.0
The learning process was
motivating and dynamic.
47.5 27.5 15.0 10.0
It improved my study autonomy. 52.5 25.0 12.5 10.0
Source: Prepared by the authors (2025)
Data obtained through a Likert-type survey (scale from 1 = strongly disagree to 4 = strongly agree).
Source: Prepared by the authors (2025).
21 – 22 years old 35 29.2
Time spent using the platform
6 – 12 months old 80 66.7
More than 12 months old 40 33.3
Source: Prepared by the authors (2025)
n = number of students surveyed.
Table 2. Language skills results before and after using adaptive platforms
Evaluated competence Initial score (M ± SD) Final score (M ± SD) Average increase (%)
Reading comprehension 62.5 ± 8.4 75.8 ± 7.1 +21.3
Listening comprehension 59.3 ± 9.0 72.0 ± 8.2 +21.7
Oral production 55.8 ± 10.1 63.5 ± 9.5 +13.8
Vocabulary 61.0 ± 7.6 74.2 ± 6.9 +21.6
Source: Prepared by the authors (2025)
Legend: M = Arithmetic mean; SD = Standard deviation. Source: Results of diagnostic tests
administered (2025).
Table 3. Students' perceptions of the use of adaptive platforms
Indicator evaluated Totally agree
(%)
OK
(%)
Disagree
(%)
Totalmente en
desacuerdo (%)
The platform adapts to my level
of knowledge.
45.0 23.3 18.4 13.3
I received immediate feedback. 50.8 22.5 16.7 10.0
The learning process was
motivating and dynamic.
47.5 27.5 15.0 10.0
It improved my study autonomy. 52.5 25.0 12.5 10.0
Source: Prepared by the authors (2025)
Data obtained through a Likert-type survey (scale from 1 = strongly disagree to 4 = strongly agree).
Source: Prepared by the authors (2025).
pág. 7167
Identified Limitation Frequency (n) Percentage (%)
Connectivity issues 40 33.3
Lack of appropriate devices 25 20.8
Difficulties with listening
comprehension
30 25.0
Poor teacher interaction 25 20.8
Source: Prepared by the authors (2025).
Percentages were calculated based on the total sample (n = 120). Source: Prepared by the authors (2025).
CONCLUSIONS
The study points out that adaptive platforms are a key teaching method for learning English, not only
because they use technology, but because they can adapt learning to the pace and needs of each student.
This feature completely shakes up the old-school, one-size-fits-all teaching environment, makes things
more equitable, and gives students more freedom to learn in their own way.
Research shows that personalized digital tools go far beyond just teaching aids and actually restructure
how students fit into the learning process. It's not just about obtaining information; it's about actively
constructing your own knowledge. This shift in teaching style is about keeping up with the changing
needs of the world, especially since English is now a big issue in the global game.
While the advances in reading and listening are evident, the limited improvement in oral production
invites us to recognize that technology, although powerful, does not replace human interaction or
instructional support. This makes us think about blending AI into teaching in a balanced way, you know?
The study's key challenge is how to place the findings in the Latin American context, where online
access and access to technology remain a major obstacle. This reality shows that educational innovation
is a key process that is not only about the platform, but also about public policies and institutional
strategies that ensure everyone is included and sustainable.
This work raises some interesting questions for further research, such as: How can we adjust adaptive
platforms to boost oral production? What types of teacher training models actually work well for
mediating digital spaces? How long can technological customization sustain us over time without
becoming too automated? These questions serve as a push to broaden the scope of research and pave the
Identified Limitation Frequency (n) Percentage (%)
Connectivity issues 40 33.3
Lack of appropriate devices 25 20.8
Difficulties with listening
comprehension
30 25.0
Poor teacher interaction 25 20.8
Source: Prepared by the authors (2025).
Percentages were calculated based on the total sample (n = 120). Source: Prepared by the authors (2025).
CONCLUSIONS
The study points out that adaptive platforms are a key teaching method for learning English, not only
because they use technology, but because they can adapt learning to the pace and needs of each student.
This feature completely shakes up the old-school, one-size-fits-all teaching environment, makes things
more equitable, and gives students more freedom to learn in their own way.
Research shows that personalized digital tools go far beyond just teaching aids and actually restructure
how students fit into the learning process. It's not just about obtaining information; it's about actively
constructing your own knowledge. This shift in teaching style is about keeping up with the changing
needs of the world, especially since English is now a big issue in the global game.
While the advances in reading and listening are evident, the limited improvement in oral production
invites us to recognize that technology, although powerful, does not replace human interaction or
instructional support. This makes us think about blending AI into teaching in a balanced way, you know?
The study's key challenge is how to place the findings in the Latin American context, where online
access and access to technology remain a major obstacle. This reality shows that educational innovation
is a key process that is not only about the platform, but also about public policies and institutional
strategies that ensure everyone is included and sustainable.
This work raises some interesting questions for further research, such as: How can we adjust adaptive
platforms to boost oral production? What types of teacher training models actually work well for
mediating digital spaces? How long can technological customization sustain us over time without
becoming too automated? These questions serve as a push to broaden the scope of research and pave the
pág. 7168
way for new avenues for study in digital learning.
In short, adaptive platforms should not be viewed as an isolated solution, but as a resource that, when
combined with sound pedagogical theories and inclusive institutional strategies, can redefine English
language teaching in diverse contexts. This evidence initiates a deeper dive into the blending of
technology and teaching, with the goal of learning that adapts, fairs, and truly changes things.
REFERENCES
Chen, X., Zou, D., Cheng, G., & Xie, H. (2020). Detecting latent topics and trends in educational
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Johnson, M., & Marsh, D. (2020). Adaptive learning systems for language education: A review of
effectiveness and challenges. Journal of Language Teaching and Learning, 10(2), 25–40.
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Education and Information Technologies, 28, 4223–4242. https://doi.org/10.1007/s10639-022-
11356-7
way for new avenues for study in digital learning.
In short, adaptive platforms should not be viewed as an isolated solution, but as a resource that, when
combined with sound pedagogical theories and inclusive institutional strategies, can redefine English
language teaching in diverse contexts. This evidence initiates a deeper dive into the blending of
technology and teaching, with the goal of learning that adapts, fairs, and truly changes things.
REFERENCES
Chen, X., Zou, D., Cheng, G., & Xie, H. (2020). Detecting latent topics and trends in educational
technologies over four decades using structural topic modeling: A retrospective of all volumes
of Computers & Education. Computers & Education, 151, 103855.
https://doi.org/10.1016/j.compedu.2020.103855
Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed
methods approaches (6th ed.). SAGE.
Deci, E. L., & Ryan, R. M. (2020). Self-determination theory: Basic psychological needs in motivation,
development, and wellness. Guilford Press.
Flick, U. (2022). Introducing research methodology: A beginner’s guide to doing a research project
(3rd ed.). SAGE.
García-Peñalvo, F. J., & Corell, A. (2021). La evaluación online en la educación superior en tiempos de
la COVID-19. Education in the Knowledge Society, 22(1), 1–26.
https://doi.org/10.14201/eks.23013
Holmes, W., Anastopoulou, S., Schaumburg, H., & Mavrikis, M. (2021). Artificial intelligence in
education: Promises and implications for teaching and learning. Routledge.
Johnson, M., & Marsh, D. (2020). Adaptive learning systems for language education: A review of
effectiveness and challenges. Journal of Language Teaching and Learning, 10(2), 25–40.
https://doi.org/10.1080/jltl.2020.102
López-Belmonte, J., Segura-Robles, A., Fuentes-Cabrera, A., & Parra-González, M. E. (2023). Effects
of adaptive learning technologies on students’ academic performance: A systematic review.
Education and Information Technologies, 28, 4223–4242. https://doi.org/10.1007/s10639-022-
11356-7
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18(2), 45–60. https://doi.org/10.35362/rieet.v18i2.1590
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Siemens, G., & Long, P. (2020). Learning analytics and adaptive learning: The future of higher
education. International Journal of Artificial Intelligence in Education, 30(2), 205–220.
https://doi.org/10.1007/s40593-019-00189-8
UNESCO. (2023). Technology in education: A tool on whose terms? UNESCO Publishing.
https://unesdoc.unesco.org/ark:/48223/pf0000384512
Martínez, L., & Herrera, P. (2024). Educación digital y aprendizaje personalizado: un enfoque para el
desarrollo de competencias lingüísticas. Revista Iberoamericana de Educación y Tecnología,
18(2), 45–60. https://doi.org/10.35362/rieet.v18i2.1590
OECD. (2021). AI in education: Challenges and opportunities for teaching and learning. OECD
Publishing. https://doi.org/10.1787/ai-edu-2021
Rodríguez-García, A. M., Raso Sánchez, F., & Ruiz Palmero, J. (2022). Adaptive learning platforms in
higher education: A systematic literature review. Interactive Learning Environments, 30(4),
640–653. https://doi.org/10.1080/10494820.2019.1636070
Sánchez, J., & Méndez, F. (2021). La personalización del aprendizaje en la era digital: Retos y
oportunidades. Revista de Educación a Distancia, 21(66), 1–24.
https://doi.org/10.6018/red.462301
Selwyn, N. (2019). Should robots replace teachers? AI and the future of education. Polity Press.
Siemens, G., & Long, P. (2020). Learning analytics and adaptive learning: The future of higher
education. International Journal of Artificial Intelligence in Education, 30(2), 205–220.
https://doi.org/10.1007/s40593-019-00189-8
UNESCO. (2023). Technology in education: A tool on whose terms? UNESCO Publishing.
https://unesdoc.unesco.org/ark:/48223/pf0000384512